An Examination of the Challenges Influencing Science Instruction in Florida Elementary Classrooms

Autor/in	North, Stephanie Gwinn
Titel	An Examination of the Challenges Influencing Science Instruction in Florida Elementary Classrooms
Quelle	(2013), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Florida State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-4049-7
Schlagwörter	Hochschulschrift; Dissertation; Science Instruction; Elementary School Science; Qualitative Research; Case Studies; Elementary School Teachers; Questionnaires; Interviews; Observation; Grade 3; Grade 4; Grade 5; Time; Financial Support; Teaching Methods; Conventional Instruction; Barriers; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Zeit; Finanzielle Förderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes a qualitative case study designed to examine the challenges to effective science instruction faced by elementary teachers and examine the influence those challenges have on teachers' science teaching practices. Data were gathered through a questionnaire administered to over 240 teachers in a northern Florida school district including six teachers who were further interviewed and observed in their teaching setting. These six teachers, ranging from third to fifth grade shared their perceptions of the challenges to effective science instruction and opened their classrooms to allow the researcher to discover how much time was being spent teaching science and the methods of science instruction. Results showed that several factors governed the amount of time teachers in the study were able to devote to science and the method of science instruction. Eighty-two percent of teachers reported lack of time to teach science. Sixty-eight percent reported lack of teacher planning time. Sixty-four percent reported insufficient funding for purchasing materials and supplies. As a result, teachers reported using most of their science time teaching through traditional methods instead of innovative hands-on and inquiry methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01